DAILY LESSON LOG OF M8GE-Ivc-1 (Week Three-Day 2)

School Grade Level Grade 8

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Fourth
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of inequalities in a
triangle.
B. Performance Standards The learner is able to communicate mathematical thinking with coherence and
clarity in formulating, investigating, analyzing and solving real life problems
involving triangle inequalities using appropriate and accurate representations..
Competency: Proves inequalities in a triangle. (M8GE-Ivc-1)

C. Learning Competencies/ 1. Recall triangle inequality theorem 3.

Objectives 2. Prove inequalities in a triangle.
3. Display appreciation of knowledge gained by actively answering the exercises
given.
II. CONTENT Triangle Inequalities
III. LEARNING RESOURCES teacher’s guide, learner’s module, reference books
A. References
1. Teacher’s Guide pages Pages
2. Learner’s Materials pages Pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources E-math 8 p.380
IV. PROCEDURES
Review on Triangle Inequality Theorem 3 (S 1 + S2 > S3)

The teacher presents this situation to the students:

Elma wants to climb Miller’s Peak, but she needs to go to Sutter Spring to get
water and then will hike to Miller’s Peak from there. Will she have to hike farther
than 6 miles? Explain.
A. Review previous lesson or
presenting the new lesson
6 miles Miller’s Peak
Elma

Sutter Spring

Yes, the sum of the lengths of any two sides of a triangle is greater than the
length of the third side.
B. Establishing a purpose for
the lesson
The teacher lets the students work in triads to complete the proof below:

Given: CA = CT
Prove: CL + LT > CA

C. Presenting examples/
instances of the new
lesson
Proof:

Statements Reasons
1. CA = CT 1. Given
2. CL + LT > CT 2. Triangle Inequality Theorem 3
3. CL + LT > CA 3. Substitution
D. Discussing new concepts The teacher discusses with the students and guides them in proving the inequality
and practicing new skills #1
statement by asking the questions like:

1. What are you trying to prove?

2. What should be the first statement of the proof?
3. How do you know that CA = CT?
 4. What should be the statement for no. 2?
5. How will showing that CA = CT help you show CL + LT > CA?
6. What other information do you need to be able to prove that CL + LT > CA?
E. Discussing new concepts
and practicing new skills #2
The teacher will let the students work in pairs to do the task below:

Fill in the missing statement/reason of the two column proof.

F

Given: AG ≅ GL
L
Prove: FL + AG > FG
G

F. Developing mastery (leads Statements Reasons

to formative assessment 3) 1. AG ≅ GL 1.
2. 2. Definition of Congruent Segments
3. GL + FL > FG 3.
4. 4.
Answer key:

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about the
lesson
Statements Reasons
1. 1. Given
2. AG = GL 2.
3. 3. Triangle Inequality Theorem 3
4. AG + FL > FG 4. Law of Substitution
The teacher summarizes the mathematical skills used to prove the inequality
statements by asking questions like:
1. What mathematical skills are used to create a two-column proof?
2. Did you think through a plan for your proof before you started?
3. What did you do to complete the proof?
4. How did you create the two-column proof?
The teacher lets the students answer individually the formative assessment.

Direction: Complete the two column proof for the item below:
C
B

Given: ∠ B ≅ ∠ ACB
I. Evaluating Learning Prove: AD + AB > CD
D
A

Statements Reasons
1. ∠ B ≅ ∠ ACB 1. Given
2. AC ≅ AB 2. Converse of Isosceles Triangle Theorem
3. AD + AC > CD 3. Triangle Inequality Theorem 3
4. AD + AB > CD 4. Substitution Property
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
 below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers

Prepared by:

LEAH S. RATILLA
Paknaan NHS